Vermont phÅ“nix. [volume] (Brattleboro, Vt.) 1834-1955, 1887-08-05


The immense gathering of teachers at
the convention Of the National Education
al association in Chicago, followed so soon
upon the thronged meetings of the Ameri-
can Institute of instruction at Burlington,
affords striking evidence Of the intelligent
enthusiasm which pervades the ranks Of
the teaching profession The time has been
and that within the memory Of the pres
ent geneIution-when the work of teach
ing was regarded, even among n large num-
Der Of those engaged in it, as n sort Of
temporary and makeshift occupation, into
which almost any fairly educated person
might enter, in lieu of something more sat
isfactory. Persons engaging in the work
with this view naturally brought TO il the
minimum of enthusiasm and earnest en-
deavor. They were not inclined 10 busy
themselves about new methods or 10 do
anything more than 10 get through each
term in way sufficient TO satisfy school
committees and n public which were not
prepared to exact or to appreciate anything
better. All this has changed. The work
has risen TO its proper place and dignity as
a profession. IL engages the best thought
and energies of thousands Of our brightest
minds, among both men and women and
with something of the rapidity of new
I
ress and has found out new methods. 1t is
remarkable and encouraging circum-
stance that in the heat of midsummer, in
time ordinarily devoted 10 rest, more than
| TO- 900 teachers should assemble in IA con
| ventOn not to be entertained, but 10 dis
cuss the most practical subjects connected
with the work Of instruction. IL has been
remarked by the Chicago newspapers that,
outside Of the great national conventions
Of the political parties, the city has seen
nothing like this gathering, either as re
CARDS numbers or enthusiasm. The CON
vention not only suggests the spirit already
| dominant among educators, but it is a hap
| by augury of greater growth in the future
Looking upon the work of education
| from the outside and Judging it by its re-
suits, it seems TO US that the progress
achieved has been mainly along three lines;
| Educational processes have been made more
attractive and winning to children; more
attention has been paid b. the cultivation
| OF the perceptive faculties and persist
ent and fruitful effort has been made TO ar
rive at an understanding Of the laws Of
mind so that studies and processes may be
adapted to the mental capacity Of children
at various stages Of development. People
who were educated according 10 the old
fashioned methods and who had come 20
| believe that education, TO be effective, must
be as unpalatahle as possible, were inclined
at first to regard with distrust schools to
which children actually liked 10 20, and
from which came reports Of methods and
occupations which were astonishingly like
diversions But the best test is the old one
that Of fruit and judged by this test
the new methods educate children, u
rule, more quickly and thoroughly than the
old. II they also educate them more agree
ably, who shall complain of that So also
much has been done in teaching children
to use accurately and closely those powers
Of observation which God has given them
but which were often stuntcd under the
old methods which proceeded upon the the
DRY that a childs mind was receptacle t.
he filed 10 the brim, instead of a delicat,
instrument to be fitted for the uses Of life
With the study of the laws u mind Their,
has come recognition of the fact that
children If different ages and 10 some eN
tent those Of different Compartments, re
quire different methods Of treatment
Much yet remains TO be done, but the prog
ress of the next two decades, like that o
the last two, will probably be along thes'
three lines.